Evaluation of Group Assessment in a Didactic Dental Hygiene Course

Abstract

Experts in curriculum design and educational methodologies encourage faculty to incorporate new strategies into their courses and practice the scholarship of teaching. One emerging strategy is group assessment. The goals of this new program were to enhance student learning and assist students in developing interpersonal relationships early in the curriculum by engaging students in collaborative and active learning strategies. Key features of the program included a group assessment strategy where 29 (n=29) dental hygiene students took 8 (n=8) individual assessments (quizzes) immediately followed by completion of the same assessment in a 5-member peer group as part of a didactic dental hygiene course during their first semester. A 2-Factor ANOVA and F-test statistical design compared student performance on individual and group assessments. At the end of the semester, students provided self-reflection data regarding their perceptions of the process. Faculty reflection and graduate student observations were recorded. Qualitative analyses were used to analyze the data. Results suggest that group scores were higher than individual scores. Students perceived the group assessment strategy as positive, helping them learn from each other, receive immediate feedback, and retain knowledge through repetition. Fairness and time constraints were raised as concerns. Group assessment benefited individual preparation, interaction with peers, and students’ relationship with faculty. The group assessment strategy used in this dental hygiene course had a positive impact on student learning and student perceptions of learning. However, faculty must consider the issues regarding perceived fairness and the impact of shared assessments in determining the overall course grade.